Exploring the Issue in Gun Control - 760 Words

Exploring the issues in gun control is the name of the article and it sounds obvious that the article is going to be about the issue behind mass shootings. The article is written by Dan OBrien and Betty Stanton, who are both professional writers with great amount of knowledge about the issues in gun control. Dan OBrien is a currently a Director of Safety and Environmental Health for San Antonio Water System, Certified Safety Professional, and Certified in Homeland Security. Betty Stanton is a 14-year veteran of U.S. Navy who is currently a currently a graduate student from Texas AM University pursuing in Master of Public Service and Administration degree from George Bush School of Government and Public Service. Based on the name of their article, it seems like the article is going to talk about the connection between gun uses and the shooting incidents; however, guns are not the case. The gun control is not the real issue in mass shooting. Many people believe that guns are the main reason that there are more killing and shooting, especially mass shooting, but their facts usually fail to support their argument. Gun-free zones sounds like a safe place to be at and not have to worry about any mass shootings, but it always turns out wrong. In the article, Richard Mark, the former Arizona sheriff, says that guns are already banned in schools and that is why the shootings happen in schools. There havent been any real evidence that gun laws decrease amount of mass shootingsShow MoreRelated Youth Violence Essay1223 Words   |  5 Pagesopinions of different people.   Ã‚  Ã‚  Ã‚  Ã‚  The most popular cause of the problem of youth violence is the media. In â€Å"The Erosion of Empathy,† Sissela Bok says, Few imagine that media violence ‘makes’ someone act out their aggressions. Many factors are at issue, though not all are present in any one case: depression, drugs, anxiety, parental neglect or abuse, access to lethal weapons and instructions about how to construct bombs. †¦ glamorized media violence contributes powerfully to blurring the line betweenRead MoreThe Importance Of Gun Control1209 Words   |  5 PagesThrough the many mass shootings that have occurred in recent years, the issue of gun control has been brought to the forefront of people’s minds. Some people believe in the power of the second amendment, and the right to personally own guns. This is the camp that I fall under. But there are those who believe in stricter gun control and view personal ownership of guns as a great risk. No matter what side you fall on the goal is the same, to make the United States of America a safe place to live. WeRead MoreJust Take Away Their Guns819 Words   |   4 PagesIn James Q. 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Some of the American historians believe that the use of the word militia is not meant for a specific group of people like the military, but rather it is meant for the American people as a whole. The Second Amendment, like all of the other amendments, must be read along with the constitution (The Embarrassing Second A mendment p. 1). Gun rights activists really likeRead MoreAbstract. This Paper Will Be Exploring The Debate On Open-Carry1001 Words   |  5 PagesAbstract This paper will be exploring the debate on open-carry on campuses. The paper covers opinions from people that are for open-carry and those who are against it. During the research process I learned a lot of things that I didn’t know prior to researching. Open-carry is carrying a firearm openly in public. This research paper helps shine light on the ongoing gun violence in our country, and how the public feels about this issue. 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With the large number of guns said to b e in America, there needs to be a way to prevent the number of frequently occurring mass shootings. The solution to this issue is called gun control. Gun control needs to be implied more in our society because gun related crimes are mostlyRead MoreMexico Case Study964 Words   |  4 Pagescontinue strengthening their security cooperation. The U.S. and Mà ©xico must work on strengthening Mà ©xico’s judicial procedures, fight corruption, and reform the police forces. Because it is clear that this issue also affects the U.S., it would be beneficial for the U.S. to work on improving its gun laws and increase emphasis on prevention and treatment for drug addicts. Improving Mà ©xico’s rule of law is an important step that must be taken because the ineffectiveness of it is considered the â€Å"most problematic

Application Of Theory Guidelines - 1693 Words

Application of Theory Guidelines Yi Duan Low SUNY Upstate Medical University NURS 609 Family Psychiatric and Mental health Theory Professor: Prof. Patricia Powers Introduction The nationwide health promotion and disease prevention plan, Healthy People 2020, recognizes that mental health promotion and mental health reduction is one of the most significant health objectives. Statistics have indicated that mental health disorders are the leading cause of disability in United States and Canada, while suicide is the 11th leading cause of death that has killed approximately 30,000 American each year (â€Å"Mental Health and Mental Disorders†, n.d.). The United States Preventive Services Task Force (USPSTF) has recommended a series of†¦show more content†¦Among the many different psychotherapy modalities that were introduced during our course of study, exposure therapy, cognitive therapy, and behavior therapy intrigued me the most. Each therapy entails unique concepts and have their own strengths and weaknesses. Unlike medical prescription, clinicians shall always tailor and consider combining different psychotherapy modalities based on the patien t’s need. Exposure Therapy Edna B. Foa developed Exposure Theory and argues that fear and anxiety is a conditioned response where people have learned to use avoidance to maintain their daily functioning. Foa also argues that distressing emotions gradually subside when one confronts the feared triggers (Prochaska Norcross, 2010). There are different sub-techniques branching from the concept of exposure therapy. For instance, prolonged exposure to the actual or imaginary feared stimuli until symptoms are alleviated, is commonly used with patients suffering from phobias. Similar to exposure concept, the Eye Movement Desensitization and Reprocessing (EMDR) therapy is another approach to desensitize disturbing memories by recalling traumatic event and cueing eyes movements at the same time. Studies have shown that exposure therapy is the treatment of choice for patients with Post Traumatic Stress Disorder (PTSD). In addition, exposure therapies have also been proven to help patients with anxiety

Action Research on Learning of Kindergarten Students free essay sample

Classical studies regarding teaching methods and classroom curricula are conducted by outside observers of particular classroom interactions. Through such studies, generalizable methods are formulated and considered appropriate for application in different classrooms across the board. Such process, though not necessarily ineffective, leaves out an important aspect of the classroom setting, the individual characteristics of teachers and students. Here, action research comes in. A method involving scrutinizing one’s own practice and children’s behavior, family background, and social influences, action research allows for the consideration of peculiar details inherent in every classroom (Borgia, E. Schuler, D., 1996). Upon gathering results of particular changes implemented in personal classroom environments, concurrence from other teaching professionals may be sought (Borgia, E. Schuler, D.). Thus, a bottom-up process of gathering information and formulating teaching methodologies is applied. Such a process would answer for quirks in the system wherein classical research methods produced data not generalizable to learning classes. As researcher, the teacher takes an active stance in finding out how current education concepts and theories actually translate in real classrooms (Ritchie, G.). The process starts with an inquiry and a plan of accounting for and measuring the relation of certain innovative practices on already known concepts. Subjective and personal accounts are then kept by the teacher-researcher and conclusions later drawn (Borgia, E. Schuler, D.). The generalizability of conclusions and theories arrived at are found out through collaborations with colleagues, presentations in seminars or articles in publications (Mohr, M.). Such change in established and most times mandated curricula may meet resistance, or worse, admonishment. However, teachers maintain the right to act in new and creative ways (Florio-Ruane, S., 2002). Kersten and Pardo introduce two methods by which teachers may implement the change they desire in the curriculum without upsetting existing political situations: finessing and hybridizing (2007). Finessing requires maneuvering around established policies, although not necessarily contradicting the same while hybridizing requires manipulation of the manner in which teaching curricula or policies are implemented so as to answer the needs of actual students (Kersten, J. Pardo, L.). Thus, in both cases a uniquely different teaching method may be observed although the original plan of the policy-makers is still in place. Such methods should not be seen as aberrations from the norm, rather they are active creations implemented to address the learning situations of actual classrooms. The teacher then becomes as much a curriculum and policy-maker as those outside objective observers. Such active stance employed by the teachers address the variety of needs that arise from diverse classrooms (Kersten, J. Pardo, L.). Action Research and Free Reading Time This paper seeks to address the question on whether or not kindergarten students learn during free reading time employing action research as a means of research. Using action research as a methodology, significant changes have been implemented by reading teachers across grades. Included in these studies have been voluntary reading studies. Classes often devote a portion of their time to free reading wherein students may read whatever book they want. This is done to supposedly increase the reading, writing and comprehension skills of the students as well as broaden their vocabulary range (Krashen, S., 2006). This free reading time has been hailed as an ingenious way of engaging students to love reading. It has also been lauded for its supposed benefits on the learning progress of students as those who practiced free reading time outshone their counterparts who only practiced traditional methods of learning literacy skills (Krashen, S.). Krashen posits that in order for free reading time to be truly effective, there should be no reports or other such requirements asked of the students after the activity and they should be given complete choice in the material to be read, as a wide variety of potentially interesting material is made available to them. However, observations made by teachers applying this free reading time model have shown that students still emerge reluctant to read (Maguiness, C. Parr, J.M., 2005). There were students who read during class time but did not pursue their reading interest outside of the classroom and there were others who were reluctant to simply participate in the activity itself. As a result several teachers at the said school decided to simultaneously improvise on the model by engaging the students in conversation regarding what they had read at the end of each activity. The students were still allowed to choose any reading material that they preferred and were in fact encouraged to bring to school any materials they had started reading outside of class or the library. The teachers conversed openly with the students and allowed them to freely and fully express themselves, perhaps allowing expressions that a teacher would normally reprimand in class. The conversations dwelled on the choice of books, their impressions on the same, their impressions on material they had not chosen, and the like. The teachers actively encouraged the students to read through these conversations and through modeling as they themselves expressed their impressions on books they had read. As the year progressed students began talking with one another about the material they were reading outside of the groups organized by their teacher. As a result, there was marked improvement in the class’s attitude towards reading and the students began reading a wider variety of books as they explored choices made by those they conversed with. There was also a marked improvement in the borrowing records of the students as they took books home to read. Another case of improvisation on the established curriculum was made by Sullivan who had been hearing reports from students that they were not interested in the assigned readings in class (1991). Sullivan decided to change the atmosphere by allowing students to read their choice of material and asking them to submit a personal anthology of collections of works or passages. As a result, more of the students became interested in their class session as they related what they had read to the lesson. There was also feedback from other students that their interest in reading was sparked as they made their anthologies. Yet another teacher improvised on the free reading time by choosing the reading material for her students (Braxton, B., 2006). A reading period was set for the students such that they were able to finish reading the book. After this period, creative challenges were given to the students along the lines of the adventure story that they had just read. In order to accomplish the challenge, the student needed facts gained from the reading. These activities were followed by a short five-question quiz. The tasks were not mandated and the students had the choice of attending or not, however it was observed that every day a challenge was handed out the students would be there. The teacher also checked on the borrowing records of the students and saw that most of the students, particularly those who had not been borrowing books prior the challenges, had begun borrowing books for leisure reading. Method The history of teacher research on the field of voluntary reading has laid the foundation for the methodology of answering the question on whether or not kindergarten students actually learn from such voluntary reading. The positive aspects of voluntary reading span a wide variety of lessons, reading, writing, comprehension, and vocabulary skills. What will be observed herein will be reading and comprehension skills of the students participating in the free reading period. Reading will be construed to include the inclination for voluntary reading, outside the requirements of school. Taking insight from Braxton’s ingenuity (2006), it would better suit the grade level to have students demonstrate what they have learned through play-analogous activities. The reading material will be chosen by the teacher and read aloud to the class during reading time. After the story has been read the teacher will engage the class in a discussion regarding the elements of the story, such as characters, plot, and theme, and will draw the insights made by the students. These insights will be recorded and later analyzed. The students will then proceed to the activity. The activity should be in line with the text read and would place the students in a situation similar to that faced by the character in the story. The accomplishment of the activity will be made through an action, word, or method that has been displayed in the story. The manner in which the activity is accomplished will also be recorded and later analyzed. If the students are able to answer the questions regarding the essential elements of the story then this will be regarded as a sign of basic comprehension of what has been read. When the students raise points outside the plain text of the story, such as when they relate it with their own experiences or they elaborate on the perspective of the characters, this will be taken as proof of a deeper level of comprehension. As regards the activity, the manner in which the students approach the situation and the degree to which they apply what they have just heard and learned from the story will mark the level of learning they have attained from the story. The teacher will also note through follow-up inquiries with the families of the students, or through observation in the school or classroom library borrowing system, whether or not the children have taken to reading outside of the class. All these standards are comparative in nature and so, the first observations that the teacher should make is the level of understanding of stories and the interest in reading exhibited by the students prior to a change in classroom management. Conclusion Voluntary reading has been found to be an invaluable tool in literacy and even in communication skills. As such, schools have inculcated in their curriculum varying models of a free reading period for the students. However, across the board observations have shown that such reading times are not as effective as originally hoped. Thus there is a need to analyze whether students are still learning during this period. To find out, action research is employed and the students are observed whether or not their reading and comprehension skills have improved. This is done through a procedure involving a group dialogue between the teacher and the students and an activity or challenge much like organized play. The content of the students’ contribution to the dialogue and their manner of answering the challenge will show their ability to comprehend and apply the concepts inherent in the text read. References Borgia, E. T. Schuler, D. (1996). Action Research in Early Childhood Education. Eric Clearinghouse on Elementary and Early Childhood Education. Retrieved October 29, 2007 from http://www.ericdigests.org/1997-2/action.htm Braxton, B., (2006). Free Voluntary Reading. Teacher Librarian, 33 (5). Florio-Ruane, S. (2002). More light: An argument for complexity in studies of teaching and teacher education. Journal of Teacher Education, 53, 205–215. Kersten, J. Pardo, L. (2007). Finessing and Hybridizing: Innovative Literacy Practices in Reading First Classrooms. The Reading Teacher, 61 (2), 146-154. Krashen, S. (2006). Free Reading. School Library Journal 52 (9). Maguiness, C. Parr, J.M. (2005). Removing the silent from SSR: Voluntary reading as social practice. Journal of Adolescent Adult Literacy, 49 (2), 98-107. Mohr, M. So What is Teacher Research? Retrieved October 29, 2007 from http://gse.gmu.edu/research/tr/ Ritchie, G. The Importance of Teacher Research to the Classroom Teacher. Retrieved October 29, 2007 from http://gse.gmu.edu/research/tr/ Sullivan, A. M. (1991). The natural reading life: A high-school anomaly. English Journal, 80 (6), 40-46.

Street Car Essays - English-language Films, The Golden Girls

Street Car A Streetcar Named Desire: Thematic Analysis (Time/Adaptation) Nick Michalak ENG 4AO June 15, 1999 Mr. Beckett The theme of time/adaptation is used in Tennessee Williams' play A Streetcar Named Desire. This theme is used to describe the plight of the lead character, Blanche Dubois. Blanche clings to her past as a the only source of real happiness in her life. She refuses to accept that things have changed, and she is not the woman she was ten years ago. Blanche looks down at her sister for accepting a life that is relatively obscure when compared to the posh surroundings they were raised in. Blanche harbors the delusion that she will be rescued by a man who will carry her away from her all of her problems. It is this stubborn refusal to adapt to a new life that causes Blanche's descent into madness. Blanche clings to her past as a the only source of real happiness in her life. She refuses to accept that things have changed, and she is not the woman she was ten years ago. One thing that Blanche will forever dwell upon is her looks. She cannot accept that she is no longer young and beautiful, yet she insists on convincing everyone to the contrary. "You know that I haven't put on one ounce in ten years, Stella? (Pg. 22)" Perhaps it is true that Blanche has not gained any weight, but the fact that she feels the need to brag about it illustrates her own insecurities. Blanche is very insecure about her aging looks, so much so that she feels the need to deceive Mitch, a man she wants to marry. "What it means is I've never had a real good look at you, Blanche. (pg. 116)" Blanche is obsessed with making people see her as the girl she was ten years ago, rather than the aging woman she is today. In her own mind, Blanche has not changed in the past ten years. This shows her refusal to adapt to the present, which is a contributing factor in her inevitable downfall. Blanche looks down at her sister for accepting a life that is relatively obscure when compared to the posh surroundings they were raised in. This is evident from the time Blanche first arrives at Elysian Fields. "They mustn't have?understood?what number I wanted. (pg. 15)" Blanche is in utter disbelief that her sister, whom she still regards as a member of high-society, could reside in a working-class neighborhood. She goes so far as to openly pity her sister for her low-class lifestyle. "Why, that you had to live in these conditions! (pg. 20)" Blanche is insulting Stella's choice of accepting a more common lifestyle. The fact that Blanche looks down at her sister's low-class lifestyle shows that she still regards herself as a high-class individual. Therefore, Blanche is living in a world of fantasy where she has convinced herself that she is the same woman she was when her family was still wealthy and powerful. Blanche harbors the delusion that she will be rescued by a man who will carry her away from all of her problems. She deceives Mitch because she wants to ensure a perfect romance; one free of imperfections such as her face. She confesses to Mitch that she lives in a world of romantic fantasy. "I don't want realism, I want magic! Yes, yes, magic! I try to give that to people. I misrepresent things to them. I don't tell the truth, I tell what ought to be the truth. And if that is sinful, then let me be damned for it! --Don't turn the light on! (pg. 117)" This quote shows that Blanche has begun to lose her mind. She sums up her state of metal-well being by admitting to telling "what ought to be the truth". Blanche also appears frantic when Mitch tries to turn on the light, indicating that she is still very much self-conscious about her looks. When things have fallen apart with Mitch, Blanche resorts to making up an elaborate fantasy to console her. "I received a telegram from an old admirer of mine. (pg. 123)" This is her last attempt to find some sort of happiness before she is committed to the asylum.